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Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences

South African journal of education, 2023-02, Vol.43 (1), p.1-16

2023

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Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

Education sciences, 2024-05, Vol.14 (5), p.506

2024

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Claiming Your Own Identity and Positionality: The First Steps toward Establishing Equity and Social Justice in Science Education

Education sciences, 2023-07, Vol.13 (7), p.652

2023

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Intrinsic teaching challenges relating to practical investigations in some classrooms: An instructional design perspective

South African journal of education, 2023-02, Vol.43 (1), p.1-11

2023

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Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

Education sciences, 2024-01, Vol.14 (1), p.65

2024

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Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms

Education sciences, 2024-03, Vol.14 (3), p.219

2024

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Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry

Education sciences, 2024-07, Vol.14 (7), p.700

2024

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Fostering Educator Buy-in of Language and Literacy in the Science Classroom

Education sciences, 2024-07, Vol.14 (7), p.683

2024

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Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Education sciences, 2023-10, Vol.13 (10), p.1044

2023

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The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Education sciences, 2022-12, Vol.12 (12), p.928

2022

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Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

Education sciences, 2023-07, Vol.13 (7), p.732

2023

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What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views

Education sciences, 2024-05, Vol.14 (5), p.480

2024

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Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

Education sciences, 2024-06, Vol.14 (6), p.560

Guevara-Herrero, Irene

2024

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Preschool Class Children and Grade One Pupils’ Questions about Molecules from a Digital Interactive Session at a Culture Center in Sweden

Education sciences, 2024-06, Vol.14 (6), p.651

2024

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The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

Education sciences, 2023-07, Vol.13 (7), p.739

Nkrumah, Tara

2023

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Science Teaching at a Distance in Greece: Students’ Views

Education sciences, 2023-04, Vol.13 (4), p.395

2023

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Considering the Lessons of Curriculum Studies in the Design of Science Instruction: Varieties of Meaning and Implications for Teaching and Learning

Education sciences, 2024-03, Vol.14 (3), p.238

McComas, William F.

2024

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Exploring Ethiopian Secondary School Science Teachers’ Conceptions about the Nature of Scientific Knowledge (NOSK)

Education sciences, 2024-06, Vol.14 (6), p.559

2024

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Teacher Educators Experience Adopting Problem-Based Learning in Science Education

Education sciences, 2023-11, Vol.13 (11), p.1113

Aidoo, Benjamin

2023

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Supporting Preservice Teachers in Analyzing Curriculum Materials

Education sciences, 2023-05, Vol.13 (5), p.518

2023

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Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

South African journal of education, 2022-02, Vol.42 (1), p.1-11

2022

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Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching

Education sciences, 2023-04, Vol.13 (4), p.405

2023

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Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance

Education sciences, 2023-03, Vol.13 (3), p.305

2023

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Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Education sciences, 2024-06, Vol.14 (6), p.565

2024

Volltextzugriff (PDF)

Seeing Eye to Eye? Comparing Faculty and Student Perceptions of Biomolecular Visualization Assessments

Education sciences, 2024-01, Vol.14 (1), p.94

2024

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Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences

Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching

Claiming Your Own Identity and Positionality: The First Steps toward Establishing Equity and Social Justice in Science Education

Intrinsic teaching challenges relating to practical investigations in some classrooms: An instructional design perspective

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms

Future Teachers’ Perceptions about Their Preparedness to Teach Science as Inquiry

Fostering Educator Buy-in of Language and Literacy in the Science Classroom

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

The Challenge to Link Biology, Chemistry, and Physics: Results of a Longitudinal Study on Self-Rated Content Knowledge

Technology Implementation in Pre-Service Science Teacher Education Based on the Transformative View of TPACK: Effects on Pre-Service Teachers’ TPACK, Behavioral Orientations and Actions in Practice

What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views

Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

Preschool Class Children and Grade One Pupils’ Questions about Molecules from a Digital Interactive Session at a Culture Center in Sweden

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

Science Teaching at a Distance in Greece: Students’ Views

Considering the Lessons of Curriculum Studies in the Design of Science Instruction: Varieties of Meaning and Implications for Teaching and Learning

Exploring Ethiopian Secondary School Science Teachers’ Conceptions about the Nature of Scientific Knowledge (NOSK)

Teacher Educators Experience Adopting Problem-Based Learning in Science Education

Supporting Preservice Teachers in Analyzing Curriculum Materials

Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching

Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Seeing Eye to Eye? Comparing Faculty and Student Perceptions of Biomolecular Visualization Assessments

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